Here is our final binder. If you want the work the way we have formatted it then the pdf is your best choice since word often moves things around. However we are posting the word version of the work so that if anyone wants to use it and make changes to suit your classes please do so.
For anyone interested in the stuff with the Jack pine cones I got them from Millson Forestry Services Inc. They are located in Timmins, Ontario and sent them for free. I think they were being very nice sending them for free and normally for teachers would only charge postage ~$9 for the class set they sent me. I think they sent them free of charge because I told them I was a student. There website is: http://millsonforestry.com/
contact them for further details.
Here is my lesson plan outline for those who wanted it...the second page of the 2 we can use for this project but I didn't see a point in posting it twice.
here is the unit plan. Please add the expectations from A. We do not need to cover all the expectations in A in one unit, but we should include the ones we are covering. You can download the document change it and upload a new one (deleting the old one). Also take a look at some of the little stuff I added around assessment. If you want to add any assessment points please do, but it is OK for us to have a few lessons without assessment specified.
New: (Steph) my lesson also covers expectation A1.9 and has A as L with students identifying gaps in theor knowledge.
(Stephanie) Hi everyone. I was looking at the curriculum and figured that the contemporary case study would aim to cover F1.1. I was wondering if Aliya would be doing the same expectation, and if Sam was doing F1.2 (just so we cover as many points as possible). How about we keep track of which expectations we're covering?
Activity
Expectations covered
Recent research development
History of the topic...
F1, F1.2, F3.4. F3.5
Wet Lab
F2, F2.1, F2.1 + a bunch from A
Dry Lab
Contemporary Issue case study - the Question of Biofuels (a jigsaw activity)
F1.1, A1.9
Demo/Hook - (We still need to think of this one)
(Saralyn) I have the cones!
Also, do you guys want to standardize the cover page we give our individual resources (i.e. we all use the same format template)? (see 3.3.3. B i-iv in CoS) --> Yes I think that is a good idea...we should also talk about standardizing fonts and presentation in general. (Saralyn)
Here is the title page. It is mostly blank and has room for most of what is required in section B on page 18 of the COS. The only think you might need to add elsewhere in your work is any additional teacher's notes. But there is room to deal with modifications and special needs etc. The notes section could be used for any limitations or suggestions, but if you have more, or need to include a note on implementation in the body of your plan that works. Take a look let me know what you think. Also let me know if anyone has trouble with docx files I can convert it.
Hi Saralyn,
What are the differences between assessment strategies, types, and recording devices? Assessment strategies are how the assessing is being done (rich summative assignment, teacher observations etc.); types are for/as/of learning; and devices are what is being used (teacher notes, rubric, checklist, etc.)
(Sam) Hey everyone! This is a copy of my lesson on the history of sustainable agricultural practices. Enjoy! the questions will be up soon.
edited copy
(Steph) STSE lesson: - Updated to reflect Tuesday's conversations. Note: for Cheryl's LP template, I used the one from Saralyn's hook. Does it matter that I don't have the justification for strategies section?
(Here are the questions I used on the test I gave at the end of practicum. Since I taught 2 units these are only the plants questions, so they makeup about half a full period test. also note the numbering will be all over the place, no point on fixing it until we finalize our question list)
1. What kind of tissue is xylem?
a. Dead cells for transporting water.
b. Living cells for transporting sucrose.
c. Dead cells for transporting sucrose.
d. Living cells for transporting water.
2. Parallel veins in a leaf would indicate that it is a __.
a. Non-vascular plant.
b. Conifer
c. Monocot
d. Dicot
3. A thick cuticle on a leaf usually indicates that it is from a _ climate.
a. Wet
b. Dry
c. Temperate
d. Arctic
4. What do mosses need to live?
a. A constant supply of sunlight.
b. A constant supply of moonlight.
c. A constant supply of fertilizer.
d. A constant supply of water.
5. A runner’s function is to _.
a. Store starch.
b. Provide strength.
c. Reproduce.
d. Transport.
True/False
1. T F A sunflower is a non-vascular plant.
2. T F Phloem cells are living cells because translocation is active.
3. T F A root is covered with a waxy cuticle for protection.
4. T F A climax community is characterized by its stability.
Section 3: Identifying and Understanding Structures /10 Fill in the chart below. Be sure to explain your reasons for choosing monocot or dicot clearly and succinctly in the ‘how do you know?’ section.
(note: in word I was able to take out the labels)
What is this a picture of?
stem
leaf
root
What is its purpose in a plant?
stability/transport/storage
photosynthesis
retrieving water/utrients storage
Is it a monocot or a dicot?
monocot
dicot
How do you know?
scattered vascular bundles
net-like veins
1. What are vascular tissues? Why can plants with vascular tissues grow taller than plants without these tissues?
transport tissues. xylem/phloem. because these tissues can carry water from the ground to the leaves. /
2. Explain the purpose of stomata. What might we think about a plant with very few stomata? Why?
control the movement of gasses in/out and water out. that it is in a very dry climate as the smaller number of stomata will allow for less water loss.
For the F2 questions, we can use the picture one above as well as those related to terminology. I'd add an Inquiry-based one about experimental design: Q: A farmer has noticed that her crops are growing at a faster rate this season than the season before. In this growing season, there has been more rainfall than usual, the temperature has been generally warmer than previous years, and the farmer began to use pesticides. Design an experiment to determine the reason her crops are growing faster this year. Briefly outline your method and how you would determine why her crops are growing faster. A: Have a control plant of the same species as the farmer's crop that grows in conditions similar to those of the last growing season. Then have 3 test plants, one of which will receive water similar to this season's amount, another with this season's amount of water, and another with pesticides (and these are our test variables). Keep all other variables the same and measure which plant grows fastest. If one does grow fastest, then that variable is probably the reason her crops are growing faster. **Does that seem like a fair question? I (Steph) was trying to keep the language straight-forward.
F2.4 &
F3.3
List 3 mechanisms of plant reproduction learnt in this unit (natural or artificial). Provide a detailed procedure for one of them (8 marks)
Compare and Contrast the two methods of entirely natural reproduction in plants (6 marks)
What are the two methods of plant reproduction used most commonly for commercial purposes? Give 3 reasons for why these methods are used. (5 marks)
T/F
Seed Germination is a form of asexual reproduction
Angiosperms and Gymnosperms undergo one of either mitosis or meiosis
Sexual reproduction always produces genetic variability in offspring
MCQ
Which of the following methods of plant reproduction can produce offspring genetically different from parent? a. Grafting, leaf cutting, gymnosperm pollination b. Gymnosperm pollination, angiosperm pollination, seed germination c. Gymnosperm pollination, seed germination, grafting d. Gymnosperm pollination, grafting, angiosperm pollination
Steph: Here's a test question based on my lesson content and skills (Marks for Inquiry and Application). It's based on a short reading.
I wish I had something to say to improve your work. This is an incredible unit and it was a fantastic presentation. I think that the edits will come for each one of us when we adapt these ideas to fit our individual classes.
-Mike Carlson (Evolution Group)
For anyone interested in the stuff with the Jack pine cones I got them from Millson Forestry Services Inc. They are located in Timmins, Ontario and sent them for free. I think they were being very nice sending them for free and normally for teachers would only charge postage ~$9 for the class set they sent me. I think they sent them free of charge because I told them I was a student. There website is:
http://millsonforestry.com/
contact them for further details.
Here is my lesson plan outline for those who wanted it...the second page of the 2 we can use for this project but I didn't see a point in posting it twice.
here is the unit plan. Please add the expectations from A. We do not need to cover all the expectations in A in one unit, but we should include the ones we are covering. You can download the document change it and upload a new one (deleting the old one). Also take a look at some of the little stuff I added around assessment. If you want to add any assessment points please do, but it is OK for us to have a few lessons without assessment specified.
(Stephanie) Hi everyone. I was looking at the curriculum and figured that the contemporary case study would aim to cover F1.1. I was wondering if Aliya would be doing the same expectation, and if Sam was doing F1.2 (just so we cover as many points as possible). How about we keep track of which expectations we're covering?
Also, do you guys want to standardize the cover page we give our individual resources (i.e. we all use the same format template)? (see 3.3.3. B i-iv in CoS)
--> Yes I think that is a good idea...we should also talk about standardizing fonts and presentation in general. (Saralyn)
Here is the title page. It is mostly blank and has room for most of what is required in section B on page 18 of the COS. The only think you might need to add elsewhere in your work is any additional teacher's notes. But there is room to deal with modifications and special needs etc. The notes section could be used for any limitations or suggestions, but if you have more, or need to include a note on implementation in the body of your plan that works. Take a look let me know what you think. Also let me know if anyone has trouble with docx files I can convert it.
Hi Saralyn,
What are the differences between assessment strategies, types, and recording devices?
Assessment strategies are how the assessing is being done (rich summative assignment, teacher observations etc.); types are for/as/of learning; and devices are what is being used (teacher notes, rubric, checklist, etc.)
(Sam) Hey everyone! This is a copy of my lesson on the history of sustainable agricultural practices. Enjoy! the questions will be up soon.
edited copy
original
(Steph) STSE lesson: - Updated to reflect Tuesday's conversations. Note: for Cheryl's LP template, I used the one from Saralyn's hook. Does it matter that I don't have the justification for strategies section?
(Saralyn) Here is the hook:
(Saralyn) Here is the wet lab:
Dry lab:Lesson Plan
(I have left space for other notes if we keep all the test stuff at the bottom that should help to keep us organized.)
Test:
Revised compiled test questions from January 31st
(Here are the questions I used on the test I gave at the end of practicum. Since I taught 2 units these are only the plants questions, so they makeup about half a full period test. also note the numbering will be all over the place, no point on fixing it until we finalize our question list)
True/False
Section 3: Identifying and Understanding Structures /10
Fill in the chart below. Be sure to explain your reasons for choosing monocot or dicot clearly and succinctly in the ‘how do you know?’ section.
(note: in word I was able to take out the labels)
storage
transport tissues. xylem/phloem. because these tissues can carry water from the ground to the leaves.
/
- 2. Explain the purpose of stomata. What might we think about a plant with very few stomata? Why?
control the movement of gasses in/out and water out. that it is in a very dry climate as the smaller number of stomata will allow for less water loss.For the F2 questions, we can use the picture one above as well as those related to terminology. I'd add an Inquiry-based one about experimental design:
Q: A farmer has noticed that her crops are growing at a faster rate this season than the season before. In this growing season, there has been more rainfall than usual, the temperature has been generally warmer than previous years, and the farmer began to use pesticides. Design an experiment to determine the reason her crops are growing faster this year. Briefly outline your method and how you would determine why her crops are growing faster.
A: Have a control plant of the same species as the farmer's crop that grows in conditions similar to those of the last growing season. Then have 3 test plants, one of which will receive water similar to this season's amount, another with this season's amount of water, and another with pesticides (and these are our test variables). Keep all other variables the same and measure which plant grows fastest. If one does grow fastest, then that variable is probably the reason her crops are growing faster.
**Does that seem like a fair question? I (Steph) was trying to keep the language straight-forward.
F2.4 &
F3.3
T/F
MCQ
Steph: Here's a test question based on my lesson content and skills (Marks for Inquiry and Application). It's based on a short reading.
Sam's questions for F1
edited version
original version
I wish I had something to say to improve your work. This is an incredible unit and it was a fantastic presentation.
I think that the edits will come for each one of us when we adapt these ideas to fit our individual classes.
-Mike Carlson (Evolution Group)